OCM BOCESDay 5

LeadEvaluatorTraining

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Lead Evaluator Training continues…1. What have you been up to? Sharing what we’ve

done related to this work in the last month.2. A little more on the Six shifts in ELA/Literacy3. Technical v. Personal4. Observation > Evidence Collection > Label >

Sort > Rubric5. Another mini-observation and follow-up

conversation

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Day Five Agenda

Clarifying sign-up for half days: As each one approaches we will email you with a

link so you can tell us which one is better for you The link will also be at the website MyLearningPlan is not flexible in this way

Reminder about how listservs work!

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Taking Care of Business

Warming up: Organize the white cards.

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Getting Oriented

Cognitiveengagement

HEDIAPPR

Rubric

BiasEvidence

Collection

Mini

Observation

Observation

Evaluation

Supervision

Validity

Reliability

Fairness

21st Century Skills

Constructivism

Warming up: Now integrate the colored cards into your scheme.

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Getting Oriented

Professional

DevelopmentChange

Feedback

Evaluation

Support

Reflection

Growth

Risk-taking

ContinuousImprovement

Getting Oriented

The essential message is not “you are broken and I’m here to fix you” but instead “you are so valuable and worthy, our mission so vital, the future lives of our students so precious, that we have a joint responsibility to each other.”

-Doug Reeves

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A Good Quote

A little bit more about the shifts in ELA…

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Mini Lesson

Balancing Informational & Literary Texts (Grades PK-5)

Knowledge in the Disciplines (Grades 6-12)

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

Six Shifts: ELA/Literacy

The Six Shifts in ELA

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Staircase of Complexity

www.engageNY.org

ELA/Literacy Shift 1: Balancing Informational and Literary Text

What the Student Does… What the Teacher Does… What the Principal Does…

•Build background knowledge to increase reading skill•Exposure to the world through reading•Apply strategies to reading informational text.

•Provide students equal #s of informational and literary texts•Ensure coherent instruction about content•Teach strategies for informational texts•Teach “through” and “with” informational texts•Scaffold for the difficulties that informational text present to students•Ask students, “What is connected here? How does this fit together? What details tell you that? “

•Purchase and provide equal amounts of informational and literacy text to students•Hold teachers accountable for building student content knowledge through text•Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together

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www.engageNY.org

ELA/Literacy Shift 2: 6-12 Knowledge in the Disciplines

What the Student Does… What the Teacher Does… What the Principal Does…

•Become better readers by building background knowledge•Handle primary source documents with confidence•Infer, like a detective, where the evidence is in a text to support an argument or opinion•See the text itself as a source of evidence (what did it say vs. what did it not say?)

•Shift identity: “I teach reading.”•Stop referring and summarizing and start reading•Slow down the history and science classroom•Teach different approaches for different types of texts •Treat the text itself as a source of evidence•Teach students to write about evidence from the text•Teach students to support their opinion with evidence.•Ask : “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion. “

•Support and demand the role of all teachers in advancing students’ literacy•Provide guidance and support to ensure the shift to informational texts for 6-12•Give teachers permission to slow down and deeply study texts with students

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www.engageNY.org

ELA/Literacy Shift 3: Staircase of ComplexityWhat the Student Does… What the Teacher Does… What the Principal Does…

•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration

•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language

•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level

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www.engageNY.org

ELA/Literacy Shift 4: Text Based Answers

What the Student Does…

What the Teacher Does… What the Principal Does…

•Go back to text to find evidence to support their argument in a thoughtful, careful, precise way•Develop a fascination with reading•Create own judgments and become scholars, rather than witnesses of the text •Conducting reading as a close reading of the text and engaging with the author and what the author is trying to say

•Facilitate evidence based conversations with students, dependent on the text•Have discipline about asking students where in the text to find evidence, where they saw certain details, where the author communicated something, why the author may believe something; show all this in the words from the text. •Plan and conduct rich conversations about the stuff that the writer is writing about.•Keep students in the text•Identify questions that are text-dependent, worth asking/exploring, deliver richly, •Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on. •Spend much more time preparing for instruction by reading deeply.

•Allow teachers the time to spend more time with students writing about the texts they read- and to revisit the texts to find more evidence to write stronger arguments.•Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions.•Create working groups to establish common understanding for what to expect from student writing at different grade levels for text based answers. •Structure student work protocols for teachers to compare student work products; particularly in the area of providing evidence to support arguments/conclusions.

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www.engageNY.org

ELA/Literacy Shift 5: Writing from SourcesWhat the Student Does… What the Teacher Does… What the Principal Does…

•Begin to generate own informational texts

•Expect that students will generate their own informational texts (spending much less time on personal narratives)•Present opportunities to write from multiple sources about a single topic. •Give opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion.•Find ways to push towards a style of writing where the voice comes from drawing on powerful, meaningful evidence.•Give permission to students to start to have their own reaction and draw their own connections.

•Build teacher capacity and hold teachers accountable to move students towards informational writing

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www.engageNY.org

ELA/Literacy Shift 6: Academic VocabularyWhat the Student Does… What the Teacher Does… What the Principal Does…•Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.

•Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach•Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories- tier 2 vs. tier 3•Determine the words that students are going to read most frequently and spend time mostly on those words•Teach fewer words but teach the webs of words around it •Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies

•Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

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100%:

Mini Lesson

% of your staff who have heard of the Common

Core but not the 6 shifts in ELA/Literacy

% of your staff who have had an introduction to the

6 shifts in ELA/Literacy and been told that it

applies to them in some way

% of your staff who have internalized that the 6 shifts in ELA/Literacy

require some amount of change in their practice

% of your staff who have started to do something

about the 6 shifts in ELA/Literacy when it

comes to their planning and instruction

% of your staff who embraced the 6 shifts and who are regularly

making changes to their planning and instruction

What is your next step(s)?

Evidence Collection

Rubric as Road Maps Identify your destination Identify your current location Design the best route to your destination and move

forward NOT as inspection tools

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Rubrics

COLLECTDATA

(Evidence)

SORT TOALIGN

WITH YOURFRAMEWORK

Interpret:Clarify

Conclusions

Impact on learning…Support needed…

NO!

The Evidence Cycle

Three “Gates” for Effective Teacher EvaluationFairness

Reliability

Validity

Teacher Evaluation

Evidence and a Rubric Review the a part of the rubric (3.2) What might be some of the things you might hope to

see in a classroom with regard to this piece of the rubric?

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Evidence Collection

Element 3.2: Teacher communicates clearly and accurately with students to maximize their understanding and learning. NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning a nd reflection. Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson co ntent through teachers’ use of oral, written and graphic methods. Adjust communication in response to student needs.

Indicators Ineffective Developing Effective Highly Effective A. Provides directions and

procedures

Teacher directions and procedures are confusing to students. Teacher does not adjust explanation to meet student needs.

Teacher directions and procedures are clarified after initial student confusion. Teacher attempts to adjust explanations to meet student needs.

Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.

Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.

B. Uses questioning techniques

Teacher’s questions are largely closed in nature. Questions do not invite a thoughtful response or further discussion.

Teacher’s questions are a combination of open and closed questions. Some questions invite a thoughtful response and/or further discussion.

Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion.

Teacher’s questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.

C. Responds to students

Teacher ignores students’ questions/comments and/or provides a response that shuts down student learning.

Teacher responds to some students’ questions/comments. Response gives students the answer rather than challenge student thinking.

Teacher responds to students’ questions/comments. Responses challenge student thinking.

Teacher and students respond to students’ questions/comments. Responses challenge all students’ thinking.

D. Communicates content

Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language contains errors. Graphic methods are not used or used ineffectively.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Graphic methods are used occasionally.

Teacher’s spoken and written language is clear and correct. Graphic methods are used regularly to enhance content understanding.

Teacher’s spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.

Collected Evidence:

Teacher called on students who raised their hand. Teacher asked: “Who wrote the piece we just listened to?” Teacher asked: “In which period does this piece belong?” When student answered incorrectly she called on another volunteer. Teacher asked: “How do you know?” Teacher finished student’s explanation for her. Teacher asked: “What other pieces we have heard does this remind you of?” Teacher told students to draw a picture of which season the music reminded them. Teacher told student who didn’t have anything to write with to borrow from a neighbor. When one table group wasn’t doing drawing, teacher came over, repeated directions, and students went to work. Teacher called on volunteers to share their drawing with the class. Teacher called on some students once and some twice; those who didn’t raise their hand were not called on at all

Going Through the Process Collect evidence ALONE Check that it is evidence (fix if needed) PARTNER Code it PARTNER Sort it ALONE Compare to section of the rubric PARTNER and the

TABLE

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Evidence Collection

Evidence and a Rubric – REPEAT! Review the a part of the rubric (4.2) What might be some of the things you might hope to

see in a classroom with regard to this piece of the rubric?

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Evidence Collection

Element 3.2: Teacher communicates clearly and accurately with students to maximize their understanding and learning. NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning a nd reflection. Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson co ntent through teachers’ use of oral, written and graphic methods. Adjust communication in response to student needs.

Indicators Ineffective Developing Effective Highly Effective A. Provides directions and

procedures

Teacher directions and procedures are confusing to students. Teacher does not adjust explanation to meet student needs.

Teacher directions and procedures are clarified after initial student confusion. Teacher attempts to adjust explanations to meet student needs.

Teacher directions and procedures are clear to students. Teacher adjusts explanations to meet student needs.

Teacher directions and procedures are clear, complete, and anticipate possible student misunderstanding. Teacher adjusts explanations to meet the needs of individual students.

B. Uses questioning techniques

Teacher’s questions are largely closed in nature. Questions do not invite a thoughtful response or further discussion.

Teacher’s questions are a combination of open and closed questions. Some questions invite a thoughtful response and/or further discussion.

Most of teacher’s questions are open in nature and engage students in deeper thinking and further discussion.

Teacher’s questions are open in nature and challenge students to think and demonstrate reasoning. Students formulate many questions to advance their understanding.

C. Responds to students

Teacher ignores students’ questions/comments and/or provides a response that shuts down student learning.

Teacher responds to some students’ questions/comments. Response gives students the answer rather than challenge student thinking.

Teacher responds to students’ questions/comments. Responses challenge student thinking.

Teacher and students respond to students’ questions/comments. Responses challenge all students’ thinking.

D. Communicates content

Teacher’s spoken language is inaudible, and/or written language is illegible. Spoken or written language contains errors. Graphic methods are not used or used ineffectively.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Graphic methods are used occasionally.

Teacher’s spoken and written language is clear and correct. Graphic methods are used regularly to enhance content understanding.

Teacher’s spoken and written language is correct and expressive. Graphic methods are used regularly to enhance content understanding. Students offer their own graphic representation of the content.

Collected Evidence:

Teacher called on students who raised their hand. Teacher asked: “Who wrote the piece we just listened to?” Teacher asked: “In which period does this piece belong?” When student answered incorrectly she called on another volunteer. Teacher asked: “How do you know?” Teacher finished student’s explanation for her. Teacher asked: “What other pieces we have heard does this remind you of?” Teacher told students to draw a picture of which season the music reminded them. Teacher told student who didn’t have anything to write with to borrow from a neighbor. When one table group wasn’t doing drawing, teacher came over, repeated directions, and students went to work. Teacher called on volunteers to share their drawing with the class. Teacher called on some students once and some twice; those who didn’t raise their hand were not called on at all

Going Through the Process Collect evidence ALONE Check that it is evidence (fix if needed) PARTNER Code it PARTNER Sort it ALONE Compare to section of the rubric PARTNER and the

TABLE

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Evidence Collection

Evidence Collection

Conversations Do a mini-observation Collect Evidence Prepare your thoughts for your follow-up conversation

with the teacher. Make sure you have your opening line ready!

Role-play the conversation. Repeat.

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Feedback

Evidence Collection

Homework: Gather evidence, electronically, from a classroom in

your school Bring it to our January 10 & 13 Lead Evaluator

Training

and Try a cycle of 4 mini-observations

and Think about inviting us to do some mini-observations

with you in you school!

COLLECTDATA

(Evidence)

Conversation,Questions &Discussion

Respect &Rapport

Conclusions

Impact on learning…Support needed…

The Evidence Cycle

Resources are archived at the Lead Evaluator Training page off of leadership.ocmboces.org.

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Resources

QuestionsOn-line feedback survey coming…

Closure